Arguments Without End: A Few Simple Examples

In the previous essay (“Is It Good to Be a Detached Observer?”), we just encountered Geyl’s phrase, “arguments without end.” Here we cover a few simple examples.

Language and the Mind

The twentieth century philosopher, Ludwig Wittgenstein, tells us that his purpose is “to show the fly the way out of the fly-bottle.” Where the fly is, of course, ourselves. He then tells us, that perhaps the main reason is that one is unable to free oneself from bewitchment of the mind by “language games.”

In the song “Hotel California” by the Eagles, there’s the line, “‘We are all just prisoners here / Of our own device.’” In this context, “device” could be interpreted as a bad decision.

My Body and Myself

The American philosophy professor, Samuel Todes, in his book Body and World, analyzes the human body, not as a meat-machine, but more like the silent partner of a person navigating their life. You can get a sense of this from Gabriel Marcel, when he writes:

Is my body my body, for instance, in the same sense in which I would say that my dog belongs to me? The question, let us first of all notice, of how the dog originally came into my hands is quite irrelevant here. Perhaps I found it wandering wretchedly about the streets, perhaps I bought it in a shop; I can say it is mine if nobody else puts in a claim for it—though this is still quite a negative condition of ownership. For the dog to be really, not merely nominally, mine there must exist between us a more positive set of relations. He must live, either with me, or as I, and I alone, have decided he shall live—lodged, perhaps, with a servant or a farmer; whether or not I look after him personally, I must assume the responsibility for his being looked after. And this implies something reciprocal in our relations. It is only it the dog recognizes me, obeys me, expresses by his behaviour towards me some feeling which I can interpret as affection or, at the very least, as wholesome fear, that he is really mine; I would become a laughingstock if I persisted in calling an animal that completely ignored me, that took no notice of me at all, my dog. And the mockery to which I would be exposed in such an instance is very significant. It is linked to a very positive idea of how things must be between my dog and me, before I can really say, ‘This dog is mine’.

Gabriel MarcelThe Mystery of Being, Vol. 1: Reflection & Mystery, Harper Torchbooks, 1965, page 117.

Marcel goes on to explain:

We should recall, at this point, what we said in an earlier lecture about the body; the latter is not merely an instrument, it presents us with a kind of reality which is quite different from the reality of any sort of apparatus, in so far as it, my body, is also my way of being in the world.

Marcel, page 257.

Marcel elaborates:

When I try to make clear to myself the nature of my bond with my body, it appears to me chiefly as something of which I have the use (as one has the use of a piano, a saw, or a razor); but all these uses are extensions of the initial use, which is simply the use of the body. I have real priority to my body when it is a question of active use, but none whatever when it is a question of knowledge. The use is only possible on the basis of a certain felt community. But the community is indivisible; I cannot validly say ‘I and my body.’ The difficulty arises from the fact that I think of my relation with my body on the analogy of my relation with my instruments—whereas in fact the latter presupposes the former.

Gabriel MarcelBeing and Having: An Existentialist Diary, Harper Torchbooks, 1965, page 14.

The connections between the trio of “me, myself and I” and the body is very elusive (as you may sense from your own introspection). This is another “argument without end.”

Psychology and National Moods

The great historian, George Rudé, in his book, Revolutionary Europe, 1783-1815, tries to give a believable and multifactorial explanation of the French Revolution. Based on Ernest Labrousse’s studies of the French economy during that period, Rudé gives a thoughtful and subtle analysis of how wages, prices and other factors correlated to unrest. Interestingly, he concludes on a note of French national mood:

But, of course, it needed more than economic hardship, social discontent, and the frustration of political and social ambitions to make a revolution. To give cohesion to the discontents and aspirations of widely varying social classes there had to be some unifying body of ideas, a common vocabulary, of hope and protest, something, in short, like a common “revolutionary psychology”. In the revolutions of our day, this ideological preparation has been the concern of political parties; but there were no such parties in eighteenth-century France.

George Rudé, Revolutionary Europe, 1783-1815, Wiley, 1964, page 74.

Rudé uses the phrase, “revolutionary psychology.” Apply this to our time and ask yourself, did a demagogue like Donald Trump create a revolutionary psychology, or did it cough up Trump? Notice that in the recent political tract, What’s the Matter with Kansas?, Thomas Frank makes the point that people’s sense of grievance involves not only economics, but also other psychological factors, just as Rudé does with the French Revolution.

What We Mean by “Towards a Composite Understanding of Education”

(MI slogan, motto or catchphrase)

Let’s be concrete and start with the title of the classic 1978 book by the Princeton professor and 1979 Nobel Prize winner, Sir Arthur Lewis, Growth and Fluctuations, 1870-1913 (introduced in the previous essay on “Looking Backwards and Forwards at the Same Time”).

Notice the following other dimensions that have to be included to “compositize” our understanding:

  1. The period 1870-1913/4 is called Globalization I by economic historians. Globalization in this view is not about Marco Polo, but the rise of world prices, such as for wheat.

  2. Paul Kennedy (Yale), who is known for his Rise and Fall of the Great Powers classic, wrote a tighter book called The Rise of the Anglo-German Antagonism, 1860-1914 (1980), described as follows:

    “This book gives an account of the rivalry between Great Britain and Germany in the period leading to the First World War. It gives readers a thorough comparison of the two societies, their political cultures, economies, party politics, courts, the role of the press and pressure groups, and so on. …”

  3. The first treaty between a European power and an Asian country was signed in 1902, “The Anglo-Japanese Alliance.”

    “In this book, Professor Nish deals with one of the most important aspects of far eastern politics in the critical period between 1894 and 1907. His object is to demonstrate how Britain and Japan, at first separately and later jointly, reacted to Russian encroachments in China and east Asia; he is concerned also with the policies of the other European powers and of the U.S., to whose hostility towards the Anglo-Japanese alliance after 1905 Britain showed…”

  4. The first defeat of a European by an Asian nation (i.e., the Russo-Japanese War, 1904-5). The famous Indian writer Pankaj Mishra wrote a recent book on this, showing how this defeat of a European country sent shock waves through the world and especially through the anti-colonial movements of Asia and Africa

  5. Partition of Africa:

    “Between 1870 and 1914 the whole of Africa, apart from one or two small areas, was partitioned by the European powers.”

    (David Thomson, England in the Nineteenth Century, 1815-1914, 1978, Penguin Books, page 203)

  6. Rise of Suburbia:

    “The 1890s saw the coming of the first electric trams, the first “tubes,” and the first motor-cars. By 1914, almost any provincial city of any size had its electric trams, mostly under municipal control, and London had its buses and underground (i.e., subway). “These changes in urban transport created suburbia.”

    (David Thomson, England in the Nineteenth Century, 1815-1914, 1978, Penguin Books, page 202)

In other words, the world itself is a crisscrossing composite of processes at different scales.

We have growth and fluctuations, the partition of Africa, suburbanization, Anglo-German tensions, techno-revolutions (including those in urban transport), interacting with Globalization I.

All of this culminated in the “guns of August” (i.e., World War I).

We are downstream from World War I, what the Germans call the “Urkatastrophe” (i.e., original calamity), and its reincarnation in World War II and its progeny, the Cold War.

The more you can “compositize” the elements of this “historical matrix,” the deeper your MetaIntelligence will be. Hence the catchphrase for the MI site:

Towards a Composite Understanding of Education